Abstract
Purpose - This paper aims to generate knowledge of the impact of different virtual reality (VR) set-ups in tourism promotion regarding destination image, place attachment and behavioural intention.Design/methodology/approach - The paper presents a comparative study of the impact of different visualisation technologies (video, immersive VR and multisensory immersive VR) to promote tourism destinations. The study's dependent variables are destination image, place attachment and behaviour intention.Findings - Results show that VR content impacts these variables. Multisensory immersive VR is the preferred content type for destination promotion. It is also evidenced that female participants scored each variable higher than male participants. Males reported higher scores on the video set-up for destination image and place attachment. Behavioural intention reported higher values in the video when compared to immersive VR in both sexes.Practical implications - This paper concludes that there is a preference towards multisensory set-ups, which suggests that incorporating audiovisual and sensory elements can significantly enhance the effectiveness of VR experiences in attracting and engaging potential tourists.Originality/value - The paper contributes to the scarce body of knowledge regarding the impact of different VR factors on tourism promotion, including the multisensory VR component.

Abstract
Virtual reality (VR) for training helps minimize risks and costs by allowing more frequent and varied use of experiential training experiences, leading to active and improved learning. However, creating VR training experiences is costly and time-consuming, requiring software development experts. Additionally, current authoring tools are desktop-oriented, which detaches the process of creating the immersive experience from experiencing it in a situated context. This paper presents the development of an immersive authoring tool designed to create immersive virtual environments that can be used to train operatives. The authoring tool can record and replay animations of each action the user performed that can later be used to instruct other users how the task should be performed. Participants were divided into two groups, and the proposed authoring tool was evaluated using usability, satisfaction, presence and cybersickness. Between groups, Independent T-tests revealed that there were no significant differences between expert and non-expert groups in any of the studied variables. Also, the results showed that the authoring tool had high usability and satisfaction, average presence, and low probability of cybersickness symptoms.

Abstract
Cybersickness refers to the negative symptoms caused by exposure to a Virtual Reality (VR) experience. The literature is consensual that cybersickness is a key factor in an experience, as the non-existence of cybersickness provides an optimal virtual experience. Thus, it is of utmost importance to evaluate cybersickness when assessing VR applications to understand the impact of this factor on the user experience and, ultimately, on the VR application viability. However, there is a lack of Portuguese instruments to evaluate this variable. To tackle this, this aimed to translate and validate the Simulator Sickness Questionnaire (SSQ) to Portuguese so it can be used with the Portuguese population and maintain its psychometric properties. The new instrument was validated using a sample of 603 Portuguese subjects aged between 16 and 79. Based on the observed results, the obtained theoretical model shows that the Portuguese version of the SSQ is valid for properly evaluating cybersickness in VR experiences with Portuguese samples.

Abstract
Over the years, various immersive virtual training environments (iVTEs) have been developed, allowing companies to start transitioning to Virtual Reality (VR) technologies to train their personnel. This transition forces companies to start using game engines as a foundation to develop such iVTEs, which also requires a multidisciplinary team. When developing such training environments, challenges on how to present tasks to users arise. The way these tasks are presented can dictate the efficacy of the VR training application. This paper presents three different task presentation methodologies (avatar animation, videos, and instruction manual) and assesses them using 36 participants, divided into those three groups. Usability, sense of presence, satisfaction, cybersickness, and technology acceptance variables were studied and results indicated that only the total number of actions performed had differences between groups where the instruction manual reported the higher number of actions (usability) when compared to the other conditions. Therefore it was concluded that the instruction manual proved to be where users kept losing focus and making more actions. It was also concluded that all conditions had a similar sense of presence, satisfaction, cybersickness, and acceptance scores.

Abstract
Presence is often used to evaluate Virtual Reality (VR) applications. However, the raw scores are hard to interpret and need to be compared to other data to be meaningful. This paper leverages a database of 1909 responses to the Igroup Presence Questionnaire (IPQ) in different contexts to put forward a scale that qualitatively interprets raw Presence scores for VR experiences. The qualitative grading encompasses the acceptability dimension and analogous academic grading scales ranging from A to F and the adjective of such scores in a scale from Excellent to Unacceptable. Furthermore, the qualitative grading system encompasses Presence and its subscales Spatial Presence, Involvement, and Experienced Realism as defined by the IPQ. Adopting this grading system, supported by a robust dataset of Presence scores, enables practitioners to evaluate and interpret individual IPQ scores, allowing them to gain insights regarding the evaluated applications' effectiveness.